how faculty like to learn and what should be done about it carl berger jeff bohrer cheryl diermyer...
TRANSCRIPT
![Page 1: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/1.jpg)
How Faculty Like to LearnAnd What Should Be Done About It
Carl Berger
Jeff Bohrer
Cheryl Diermyer
Copyright by the authors, 2006. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the author.
![Page 2: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/2.jpg)
Faculty Voices
(Video) How Faculty Like to Learn
Maria NagelNutritional Science
Stephen HilyardArt
Chris WieseBiochemistry
![Page 3: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/3.jpg)
What do we know today?
• Many surveys of faculty exist
• When taken as a whole, they paint a picture of best practices
• Caution: some specific findings might not apply to YOU
![Page 4: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/4.jpg)
What do we know today?
• People helping people is most highly desired
• Workshops are still desired
• Faculty are willing to learn on their own
• Faculty least prefer books, manuals, and anything with a cost
• Strong preference for email with links
![Page 5: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/5.jpg)
Adult Learning Principles:Motivated to Learn
• Adult Learning Principles
– Relevant material
– Applicable to real work
– Practice and Feedback
– Some Control
– Follow up support
North Central Regional Educational Laboratory
![Page 6: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/6.jpg)
“Adult learners respond better when new
material is presented through a variety of
instructional methods, appealing to their
different learning preferences.”
The Ultimate EducatorChristine Edmunds, Kip Lowe, Morna Murray, Anne Seymour
![Page 7: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/7.jpg)
Informing, yet Perplexing
• Significant group of faculty don't seem to respond to 'Adult learning principles'
• Convenience stronger then need to know
• Colleague more important than expertise
• 'In my office' more important than hotline
![Page 8: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/8.jpg)
Informing, yet Perplexing
• The curse of successful traditional teaching
• Time, effort, relevance to teaching... critical
• Reward, recognition, count toward... crucial
• Awareness of not reaching student may be tipping point... or may be totally irrelevant
![Page 9: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/9.jpg)
Possible Explanations
• Variety of learning styles
• Culture of local department or field of study
• Variety of “faculty types”?
![Page 10: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/10.jpg)
A funny thing happened on the way…
• 2005 and 2006 gave same survey to faculty and students
• Role and affiliation
• Interesting group, faculty with student roles and students with faculty roles
• How did we find out?
• What do we call them?
![Page 11: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/11.jpg)
How we discoveredSection on demographics (Association and Role)
Freshman, Sophomore, Junior, Senior, Graduate Student, Post-graduate Student, Tutor, Teaching Assistant, Research Assistant, Adjunct, Lecturer, Instructor, Professor, Researcher, Librarian, Clinical, Assistant, Associate, Full
Part-time, Full-time, Visiting, Post-doc, Adjunct, Student, Faculty, Researcher, Librarian
![Page 12: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/12.jpg)
Unusual combinations
• Students who teach• Faculty involved in formal learning• Focus on teaching and learning• Would this group look different?• Probably an older student group?• Probably a younger faculty group?• Just echo faculty but more skill?• Just echo students?
![Page 13: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/13.jpg)
What distinguishes the Millennial Instructor?
• Age?
• Expertise?
• Use/need for support?
• Patience?
• WINWINI
![Page 14: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/14.jpg)
Age•In-between
•From 17-52
•50% from 24-29
•90% from 20-34
Millennial Instructors not limited to youth only!
![Page 15: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/15.jpg)
•Not in-between
•More expertise on all categories
•Significantly differ on Education and Personal
•Like faculty on Research
Millennial Instructors have strong perception of expertise
Expertise?
![Page 16: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/16.jpg)
Barriers in Using Technology for Teaching and Learning
![Page 17: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/17.jpg)
Barriers in Using Technology for Teaching and Learning
![Page 18: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/18.jpg)
Barriers in Using Technology for Teaching and Learning
![Page 19: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/19.jpg)
Characteristics
• Expertise but in three areas
• Barriers to using technology in teaching and learning
• Preference when to learn
• Preference on how to learn
![Page 20: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/20.jpg)
How do we guide such folk?
• Get out of their way?
• Recognize and reward?
• Maybe I should just retire?
![Page 21: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/21.jpg)
Overview
• Existing surveys can tell a great deal
(but not everything)
• Collect and share data about your faculty
• Contribute to this discussion
![Page 22: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/22.jpg)
Recent actions at Wisconsin
• Central IT is working more closely with departmental IT units
• Tailored Workshops
• Departmental IT point persons
• You Want to do What With Your CMS?
• e-Pedagogy Sessions
• Level 1, 2, 3 support/consultations
![Page 23: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/23.jpg)
Recent actions at Michigan
• Continue to survey faculty and students at the same time (split later)
• Move of support from U-wide to local departments and schools
• Move to "What they need When they need it and Where they are."
![Page 24: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/24.jpg)
Future Investigation
![Page 25: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/25.jpg)
Questions?
![Page 26: How Faculty Like to Learn And What Should Be Done About It Carl Berger Jeff Bohrer Cheryl Diermyer Copyright by the authors, 2006. This work is the intellectual](https://reader030.vdocument.in/reader030/viewer/2022032701/56649c575503460f948fe519/html5/thumbnails/26.jpg)
Contact
Carl Berger [email protected]
Jeff Bohrer [email protected]
Cheryl Diermyer [email protected]